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Parent Involvement (parent + involvement)

Distribution by Scientific Domains

Psychology	33%
Medical Sciences	33%
Humanities and Social Sciences	33%

Selected Abstracts

Parent's involvement in decisions when their child is admitted to hospital with suspected shunt malfunction: study protocol

JOURNAL OF ADVANCED NURSING, Issue 10 2009
Joanna Smith
Abstract Title., Parent's involvement in decisions when their child is admitted to hospital with suspected shunt malfunction: study protocol. Aim., This paper outlines the protocol for a study aimed at exploring parent's involvement during professional,parent interactions and decisions about their child's care in the context of suspected shunt malfunction. Background., Hydrocephalus is a long-term condition treated primarily by the insertion of a shunt that diverts fluid from the brain to another body compartment. Shunts frequently malfunction, and parents of children with shunted hydrocephalus are responsible for recognizing and responding to shunt complications. Parents feel that interactions with professionals when they seek healthcare advice for their child do always not encourage active participation in care decisions. Methods., The study design is based on qualitative methodologies: a combination of conversation analysis applied to consultation recordings of professional,parent interactions when a child is admitted to hospital with suspected shunt malfunction, and semi-structured follow-up interviews with the same participants within 2 weeks of the consultation. Participants., This is a prospective study and participants will be purposefully selected. Parents of children who have been admitted to hospital with suspected shunt malfunction and healthcare professionals responsible for the initial assessment of the child will be invited to participate. Discussion., The study will identify how decisions about a child's care are negotiated between parents and healthcare professionals at key stages of the care pathway. In addition, examining interactions between healthcare professionals and parents may identify approaches that support or hinder parents in contributing to the decision-making processes when they seek advice from healthcare professionals. [source]

Relationships among perceptions of parent involvement, time allocation, and demographic characteristics: Implication for policy formation

JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 5 2002
Shulamit N. Ritblatt
Variables that facilitate or hinder parent involvement (PI) in education and schools were explored, along with the amounts of time parents spent in various activities. A total of 506 participants from San Diego and Imperial Counties completed the first part of the study (1) designed to assess parents' beliefs about involvement with their child's school and education. Of these same participants, 357 self-selected parents also chose to complete a second part of the study (2) that assessed the amount of time parents spend in education-related activities. Factor analysis of the 506 participant responses revealed four school perception factors related to parent attitudes: (a) communication, (b) familiarity, (c) sensitivity, and (d) support. Factor analysis of the 357 participant responses to the time factors also revealed four involvement areas: (a) general school issues, (b) specific school issues, (c) extracurricular school activities, and (d) specific help. Significant relationships were found among three of the attitudinal factors (sensitivity, familiarity, and support) and various time factors, including total involvement time, general issues, specific problems, and extracurricular issues. Further, significant differences among means were found for both the school perception factors and the time factors based on ethnic background, income, and marital status. Recommendations for increasing parent involvement and formulating public policy are discussed. © 2002 Wiley Periodicals, Inc. [source]

Perceived barriers to adherence among adolescent renal transplant candidates

PEDIATRIC TRANSPLANTATION, Issue 3 2008
Nataliya Zelikovsky
Abstract:, Non-adherence to medical regimens is a ubiquitous hindrance to quality health care among adolescent transplant recipients. Identification of potentially modifiable barriers to adherence when patients are listed for organ transplant would help with early intervention efforts to prepare adolescents for the stringent medication regimen post-transplant. Fifty-six adolescents listed for a kidney transplant, mean age 14.27 (s.d. = 2.2; range 11,18 yr), 73.2% male, 62.5% Caucasian participated in a semi-structured interview, the Medical Adherence Measure, to assesses the patient's knowledge of the prescribed regimen, reported adherence (missed and late doses), the system used to organized medications, and who holds the primary responsibility over medication management. Better knowledge of the medication regimen was associated with fewer missed doses (r = ,0.48, p < 0.001). Patients who perceived more barriers had more missed (r = 0.38, p = 0.004) and late (r = 0.47, p < 0.001) doses. Patients who endorsed "just forget," the most common barrier (56.4%), reported significantly more missed (z = ,4.25, p < 0.001) and late (z = ,2.2, p = 0.02) doses. Only one-third of the transplant candidates used a pillbox to organize medications but these patients had significantly better adherence, z = ,2.2, p = 0.03. With regard to responsibility over managing the regimens, adolescents missed fewer doses when their parents were in charge than when they were solely responsible, z = ,2.1, p = 0.04. Interventions developed to prepare transplant candidates for a stringent post-transplant regimen need to focus on ensuring accurate knowledge of as simple a regimen as possible. Use of an organized system such as a pillbox to establish a routine and facilitate tracking of medications is recommended with integration of reminders that may be appealing for this age group. Although individuation is developmentally normative at this age, parent involvement seems critical until the adolescent is able to manage the responsibility more independently. [source]

Paths of Effects of Early Childhood Intervention on Educational Attainment and Delinquency: A Confirmatory Analysis of the Chicago Child-Parent Centers

CHILD DEVELOPMENT, Issue 5 2004
Arthur J. Reynolds
This study investigated the contributions of 5 mechanisms to the effects of preschool participation in the Child-Parent Centers for 1,404 low-income children in the Chicago Longitudinal Study. Based on a matched-group design, preschool participation was associated with significantly higher rates of educational attainment and lower rates of juvenile arrest. LISREL analysis revealed that the primary mediators of effects for both outcomes were attendance in high-quality elementary schools and lower mobility (school support hypothesis), literacy skills in kindergarten and avoidance of grade retention (cognitive advantage hypothesis), and parent involvement in school and avoidance of child maltreatment (family support hypothesis). The model accounted for 58% and 79% of the preschool links with school completion and juvenile arrest, respectively. The maintenance early intervention effects are influenced by many alterable factors. [source]

Parent participation in paediatric rehabilitation treatment centres in the Netherlands: a parents' viewpoint

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 2 2007
R. C. Siebes
Abstract Aim, The importance of family-centred care and services has been increasingly emphasized in paediatric rehabilitation. One aspect of family-centred care is parent involvement in their child's treatment. The aims of this study were (1) to describe how, and to what extent parents are involved in the paediatric rehabilitation treatment process in the Netherlands; (2) to determine the level of parents' satisfaction about the services they and their child have received; and (3) to describe what ideas parents have to enhance their involvement in the treatment process. Methods, A total of 679 parents of children aged 1,20 years who participated in our longitudinal study on family centred care in the Netherlands. The children had various diagnoses and were treated in nine out of 23 Dutch paediatric rehabilitation centres. A random sample of 75 parents was interviewed within 4 weeks after completion of the Measure of Processes of Care and the Client Satisfaction Questionnaire. A Quality of Care cycle with six stages was used to structure the evaluation. Results, The data showed that parents are involved in all stages of their child's rehabilitation process in various ways. The average level of parent satisfaction about the services received was high. According to the interviewed parents, the communication between professionals and parents, parents' involvement in goal setting, and parents' involvement in treatment could be improved upon. Conclusion, Parents are to a large extent involved in all stages of the treatment process in Dutch paediatric rehabilitation settings. Although parents valued the services received, they suggested various ways to enhance parent participation. [source]

Care co-ordination and key worker schemes for disabled children: results of a UK-wide survey

CHILD: CARE, HEALTH AND DEVELOPMENT, Issue 1 2004
V. Greco
Abstract Aim To investigate the prevalence and nature of care co-ordination and key worker services for disabled children and their families. Methods Postal survey of 225 Children with Disabilities Teams across the UK. Results Out of 159 questionnaires returned (70%), 35 (22%) reported having a care co-ordination scheme, with 30 (19%) of these providing key workers for families. The majority had multiagency and parent involvement in setting up and overseeing the schemes. However, multiagency funding was less common and funding for many schemes was short term. Different models of key working were apparent. Five schemes employed full-time key workers. In 21 schemes, professionals key worked with a few families as part of a larger case load, and in three schemes, both types of key workers were employed. Most schemes provided initial or ongoing training for key workers, but a few provided neither of these. Discussion The proportion of areas having care co-ordination or key worker services is consistent with findings on research with parents of disabled children, which reports that less than one-third of families have a key worker. The extent of multiagency involvement in planning and overseeing the operation of the service was positive but joint funding was more problematic. There was considerable variation in service models and as yet, little is known about whether or how such variations relate to outcomes for children and families. Further research will investigate these issues. [source]

Parent's involvement in decisions when their child is admitted to hospital with suspected shunt malfunction: study protocol

Mexican-origin parents' involvement in adolescent peer relationships: A pattern analytic approach

NEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 116 2007
Kimberly A. Updegraff
The cultural backgrounds and experiences of Mexican-origin mothers and fathers (including their Anglo and Mexican cultural orientations and their familism values) and their socioeconomic background (parental education, family income, neighborhood poverty rate) are linked to the nature of their involvement in adolescent peer relationships. [source]

Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools

THE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2008
Carolyn Webster-Stratton
Background:, School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent,school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods:, This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents' involvement. Part of the curriculum involved promotion of lesson objectives through the teachers' continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results:, Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. Conclusions:, These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children. [source]